b. Roundtable
Colorado 2007 states roundtable makes students take turn going around the group and naming items that fit the category. Students sit in team of 3 or more, with
one piece of paper and one pencil. The teacher asks a question which has multiple answers. Students take turns writing one answer on the paper, then passing the paper
to the next person. When time is called, teams with the most correct answers are recognized. Teams reflect on their strategies and consider ways they could improve.
c. Think-Pair-Share TPS
TPS involves a three step cooperative structure. During the first step individuals think silently about a second step and exchange thoughts. In the third
step, the pairs share their responses with other pairs, other teams, or the entire group Kagan, 1994.
d. Solve-Pair-Share SPS
The procedures in SPS are: 1 Teacher poses a problem a low consensus or high consensus item that may be resolved with different strategies. 2 Students work
out solutions individually. 3 Students explain how they solved the problem in interview or Round Robin structures Olsen and Kagan in Richards and Rodgers
2001: 198.
e. Numbered Heads Together NHT
Kagan 1994 describes NHT as a team of four. Each member is given numbers 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer
the questions so that all can answer the questions. Teacher calls out a number and each pointed number is asked to give the answer.
2.5 Numbered Heads Together NHT Technique
Numbered Heads Together NHT is another small group learning method using student teams. This technique is developed by Kagan in 1993. The model will
be used in this research under the reason that this technique can be easily adapted for teaching writing.
It is supported by Jacobs and Hall 2002 that NHT encourages successful group functioning because all members need to know and be ready to explain their
group’s answers. Furthermore, when students help their group mates, they help themselves and their whole group. The response given belongs to the whole group,
not just to the group member giving it.
2.5.1 The Advantages of Implementing NHT Technique
NHT as one of technique of cooperative learning offers many advantages. Crandall in Arnold, 1999: 2330234 mentions some benefits of it as follows:
a. Reducing Anxiety
NHT can lower anxiety in the language classroom because when students involved in their group, they get opportunity to work with one another and to share
their opinion with their group’s member. Moreover, Crandall in Arnold, 1999:233 states that time to think, opportunities to rehearse and receive feedback, and greater
likelihood of success reduce anxiety and can result in increased participation and language learning. They will get more time to think, and then it will increase their
participation in learning activity so that it can reduce anxiety.
b. Promoting Interaction
NHT persuades students to interact with each other during learning activity. They work together as a team to gain their group success. Crandall in Arnold,
1999:233 says that in cooperative classroom, students learn rely on each other and also have security of knowing that they will have several opportunities to rehearse
contribution before they are asked to share it with larger class. It can be concluded that the students should respect one another’s differences, support one another in
learning process. They will gain group’s success from each other’s efforts.
c. Increasing Self-Confidence and Self-Esteem
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